BIOMES:
OUR EARTH’S
MAJOR LIFE ZONES
Biomes
Our Earth’s Major Life Zones
catalog #2856
Teacher’s Guide
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Creative Adventures
Teacher’s Guide Written by ...
Mary Maio
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BIOMES:
Our Earth’s Major Life Zones
Teacher’s Guide
Table of Contents
Introduction ............................................................1
Links to Curriculum Standards ...........................1
Summary of the Video ..........................................1
Teacher Preparation...............................................2
Instructional Notes ................................................3
Student Preparation...............................................4
Student Objectives .................................................5
Class Preparation ...................................................6
Video Quiz ..............................................................7
View the Video .......................................................8
Follow-Up Discussion ...........................................8
Follow-Up Activities .............................................9
Resources for Students and Teachers................10
Extended Learning Activities............................. 11
Bibliography .........................................................12
Answer Key ..........................................................12
Additional United Learning Titles ....................21
Internet Resources ...............................................22
Script of Narration ...............................................23
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BIOMES: OUR EARTH’S MAJOR LIFE ZONES
Teacher’s Guide
Grades 5-8
Introduction
BIOMES: OUR EARTH’S MAJOR LIFE ZONES offers general information and descriptions of nine of the most common terrestrial biomes, five of the main marine biomes, and
two of the standing water biomes. The program is intended
for grades five through eight. The program’s goals are to
help students define and describe these fourteen biomes,
explain what constitutes a biome, and identify how the
physical environment affects the living environment.
Links to Curricular Standards
BIOMES: OUR EARTH’S MAJOR LIFE ZONES covers the
following concepts outlined by the National Science Education Standards for Life Science, grades five through eight:
• In any particular environment, the growth and survival
of organisms depend on the physical conditions.
• Two types of organisms may interact with one another
in several ways: They may be producer/consumer or predator/prey.
Summary of the Video
A biome is most often identified as a geographical area filled
with a major community of plants and animals. Each biome
is characterized by a particular type of climate, vegetation,
and animal life. Quantity of light energy, amount of water, soil composition, available nutrients, and range of temperature often determine the size, quantity, and variety of
plant and animal life. Terrestrial biomes are most often
classified by their dominant plant life. Aquatic biomes are
usually named by their physical features.
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BIOMES: OUR EARTH’S MAJOR LIFE ZONES defines and
briefly describes the following biomes in the following sequence:
TERRESTRIAL
Tropical rain forest
Desert
Temperate deciduous forest
Grassland
Chaparral
Temperate rain forest
Taiga
Arctic tundra
Alpine tundra
AQUATIC: FRESH WATER
Ponds or lakes: oxygen-rich, little nutrients
Ponds or lakes: oxygen-poor, much nutrients
AQUATIC: MARINE
Coastal waters
Near shore zone
Coral reefs
Open ocean
Vent communities
While viewing BIOMES: OUR EARTH’S MAJOR LIFE
ZONES, the viewer is encouraged to identify the biome in
which he or she lives. The emphasis of this program is to
introduce the concepts and show the relationships between
organisms and their environment.
Teacher Preparation
Before showing the program BIOMES: OUR EARTH’S
MAJOR LIFE ZONES to your class, it is suggested that you
are able to identify the type of biome in which you and
your students live. A biome is a large geographical area
filled with a major community of plants and animals. The
most common terrestrial biomes are tropical rain forest,
desert, temperate deciduous forest, grassland, chaparral or
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temperate shrubland, temperate rain forest, coniferous forest or taiga, arctic tundra, and alpine tundra. Even if you
live in a city, try to identify the outlying natural areas to
determine the biome in which you live. By knowing if you
live in a deciduous forest biome or grassland biome, you
will aid in the discussion questions, which are stated in
this teacher’s guide and are found on Blackline Master #6.
If you are unaware of the type of biome in which you live,
then, while previewing the program, use the information
presented to help guide you in your identification. The
biomes shown in BIOMES: OUR EARTH’S MAJOR LIFE
ZONES are the most commonly identified. If your general
area does not display the same types of plants and animals
shown on this program, then it may be helpful to contact a
local college science department, zoo, or botanical society.
The Internet could also be a help. It is important that you
are correct in your biome identification. By identifying the
type of biome in which you live and by helping your students to identify it correctly, you will greatly enhance the
learning experience of this lesson.
Instructional Notes
As always, it is suggested that, before presenting this lesson to your students, you preview the video and review
this guide and the accompanying blackline master activities in order to familiarize yourself with their content.
As you review the materials presented in this guide, you
may find it necessary to make some changes, additions, or
deletions to meet the specific needs of your class. We encourage you to do so, for only by tailoring this program to
your class will they obtain the maximum instructional benefits afforded by the materials.
It is also suggested that the video presentation take place
before the entire group under your supervision. The les3
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son activities grow out of the context of the video; therefore, the presentation should be a common experience for
all students.
Student Preparation
Before viewing BIOMES: OUR EARTH’S MAJOR LIFE
ZONES, introduce or review with your students the following vocabulary terms and definitions. These words are
also found on Blackline Master #5: Vocabulary Words.
algae: marine or freshwater plants with no true stems or
leaves
agriculture: large cultivation of the land
alpine: of high mountains
aquatic: taking place in or on water
biomes: geographical areas filled with a major community
of plant and animal life
climate: those aspects of the weather such as temperature,
rainfall, and light which influence the life of organisms
community: all the organisms living in a particular area
coniferous: of cone-bearing trees, such as pines and their
relatives. Note: The vast majority of conifers are evergreen
trees, however, a few exceptions exist and there are actually several species of deciduous conifers.
deciduous: shedding its leaves annually
decomposition: the process by which organisms cause decay
desert: barren, often sandy, area
ecosystem: all the organisms present in a particular area,
together with their physical environment
grassland: wide, grass-covered area with few trees
latitude: distance of a place from the equator, measured in
degrees
nutrient: any chemical that an organism must take from its
environment in order to survive
precipitation: condensation of water vapor
predator: animal that preys on another organism
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savanna: grassy flat land in hot regions with few trees
temperate: climate without extremes of heat and cold
terrestrial: of or living on land
transpiration: loss of water by evaporation through a
plant’s pores
tropics: line of latitude 24 degrees north or south of the
equator
tundra: a treeless geographical area where the subsoil is
frozen
vents: openings in the earth found at the ocean’s bottom,
look like small volcanoes
Also, review with your students basic world geography
concepts, including the following: names of the continents,
mountains, regions, plains, deserts, fresh water environments, the oceans, the coastal waters, the equator, latitudes,
and the Arctic circle. A map of the world would also aid in
this review.
Student Objectives
After viewing the video and participating in the lesson activities, the students will be able to:
1. Define the vocabulary words biome, decomposition, agriculture, tropics, alpine, tundra, algae, deciduous, temperate,
grassland, latitude, conifers, predator, terrestrial, aquatic, precipitation, savanna, vents, transpiration, nutrient, ecosystem,
desert, community, and climate
2. Describe some of the ways the physical environment affects the living environment, such as soil composition,
amount of annual precipitation, and range of temperatures.
3. Describe and define the following biomes:
Alpine and Arctic Tundra
Coniferous and Deciduous Forests
Temperate and Tropical Rain Forests
Deserts
Grasslands
Chaparral or Temperate Shrublands
Marine and Freshwater Aquatic Areas
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Class Preparation
Before presenting the video, we suggest the following steps:
1. Ask the students if they can identify and describe the
different kinds of “life zones” of the world and to include
the plants and animals of each zone. Next, distribute Blackline Master #1: Pre-Test to each student. Inform the students that you want to see what they presently know about
the different biomes of the world. This Pre-Test will also
aid in evaluating comprehension of the Student Objectives
before and after completing this lesson; it may be contrasted
with Blackline Masters #8a-8b: Post-Test to gauge the success of the lesson. After the students have completed filling in the answers, collect the sheets, correct and grade
them, and place them in their portfolios or your files. An
Answer Key appears on pages 12-21 of this guide.
2. Distribute to each student eight copies of Blackline Master #2: Interactivity Worksheet: Terrestrial Biomes, one
copy of Blackline Master #3: Interactivity Worksheet:
Aquatic Biomes: Freshwater, and two copies of Blackline
Master #4: Interactivity Worksheet: Aquatic Biomes:
Marine. These sheets should be used during the viewing
of the video to profile each biome presented. Introduce
the definition of biomes - geographical areas or zones filled
with a major community of plants and animals. Explain to
the students that they are about to see a program that will
introduce to them the most common biomes of the world.
There are biomes on land, called terrestrial biomes; biomes
found in lakes and ponds, called freshwater biomes; and
biomes in the ocean waters, called marine biomes. The
name of the program they will see is “Biomes: Our Earth’s
Major Life Zones.”
3. Have the students review the categories of Blackline
Master #2: Interactivity Worksheet: Terrestrial Biomes.
Go over any terms that are unclear to the students. The
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categories “Characteristic Landscape” and “Main Feature”
are general categories which the students will need to interpret from the visuals and the information given. The “B”
section of this activity sheet asks the students to draw a
landscape of each biome and should be completed as time
allows in class or as homework.
4. Have the students review the categories of Blackline
Master #3: Interactivity Worksheet: Aquatic Biomes:
Freshwater and Blackline Master #4: Interactivity
Worksheet: Aquatic Biomes: Marine. Go over any terms
that are unclear to the students. Note: Not every category
will be filled in while viewing the program BIOMES: OUR
EARTH’S MAJOR LIFE ZONES. Encourage the students
to do extra research on the aquatic biomes and to fill in the
missing information at that time.
The purpose of the Blackline Master activities is to involve
the students in their learning of the different biomes and to
fulfill the objectives of describing and defining sixteen of
the earth’s most common biomes.
5. Explain to the students that, while they are watching
the program and are given information on the different
biomes, they will be completing this information on their
Interactivity Worksheets, placing the data in the proper categories. Note: Students may need to view the program several times so to be able to complete each and every category of their eleven worksheets. These worksheets should
also be part of their portfolio.
Video Quiz
Immediately following the credits at the end of the video
program, a Video Quiz is presented. To help students who
are visual learners, Blackline Master #7: Video Quiz provides the same questions in written form, and may be used
to record answers. The Quiz may be taken immediately
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following the video or at a later date after the students have
participated in other related activities. An Answer Key
appears on pages 12-21 of this guide.
View the Video
Show the program, BIOMES: OUR EARTH’S MAJOR LIFE
ZONES. The viewing time is 26 minutes.
Follow-Up Discussion
It is recommended that you involve the students in a brief
discussion after viewing the video. To help students who
are visual learners, distribute Blackline Master #6: Discussion Questions. Introduce the following questions and
help students to identify the biome in which they live.
Rewind the video and play the sections that may help students identify information that will aid in their discussion.
A globe or world map would also aid in clarifying some of
the information presented in this discussion. The students
may also use their Interactivity Worksheets in their discussion.
1. In what biome do you think you live?
2. What type of climate do you experience?
3. How close to the equator do you live?
4. What are the types of plant and animal populations that
live in your biome?
5. Which biomes have you visited: tropical rain forest,
desert, temperate deciduous forest, grasslands, chaparral,
temperate rain forest, coniferous forest, tundra, lake or
pond, coastal waters, deep ocean, coral reef?
6. Which biomes would you like to visit and why?
7. How do the climatic factors such as temperature, rainfall, and light affect the plant and animal life of a biome?
8. How does soil composition affect the number and types
of organisms an environment can support?
9. Give an example from any biome how two types of organisms may interact with each other in the following ways:
plant/plant eater, predator/prey.
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Follow-Up Activities
There are nine blackline master activity sheets provided
for this program’s lesson. Besides the Pre-Test, the other
activity sheets may be used during the program presentation, immediately following the program presentation,
during other class time, or as homework assignments.
Answers for the activity sheet for this program’s lesson are
found in the Answer Key on pages 12-21.
Materials Needed for Blackline Master Activities
Pen and pencil
File folder for portfolio
Blackline Master #2: colored pencils or markers [optional]
Blackline Master #5: dictionary
Blackline Master #6: world map or globe
1. Distribute Blackline Master #5: Vocabulary Worksheet.
Students may use a dictionary to help them match the letter of the definition with its term. The purpose of this activity is to reinforce the vocabulary and concepts presented
in the program. The objective is to help students define
the vocabulary words and to define the sixteen major
biomes.
2. Distribute Blackline Masters #8a-8b: Post-Test. The purpose of this activity is to evaluate the students’ comprehension of the Student Objectives for the lesson. Go over
the answers in class, or collect the sheets and correct and
grade them according to your grading system. Later, compare the results of the Pre-Test with those of the Post-Test
to evaluate the degree of the students’ comprehension. The
portfolio folder could also be included for your students’
final assessment.
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Resources for Students and Teachers
Following is a list of organizations that may be resources
for additional information for you and your students.
1. American Forestry Association, 1319 18th Street, NW,
Washington, DC, 20036. Concerned with soil and forest
conservation, reforestation, creation of parks, and the role
of trees in combating pollution. Publishes American Forests.
2. American Society for Environmental Education, P.O. Box
800, Hanover, NH, 03755. Educational materials for teachers and the public. Publishes Environmental Education Report.
3. Center for Marine Conservation, 1725 DeSales Street, NW,
Washington, D.C., 20036. Publishes the quarterly Marine
Conservation News, which reports progress and problems
with marine mammals, fish stocks, offshore drilling, and
other matters that affect the environmental health of the
ocean.
4. Conservation International, 1015 18th Street, NW, Suite
1000, Washington, DC, 20036. A private nonprofit scientific organization dedicated to saving biodiversity in endangered rain forests and other ecosystems worldwide. CI
arranged the first debt-for-nature swap in 1987.
5. United Nations Environment Programme, P.O. Box
30552, Nairobi, Kenya. In charge of the United Nations’
work to pass international treaties protecting the environment.
6. World Wildlife Fund, 1250 24th Street, NW, Washington, DC, 20037. An influential international organization
devoted to conservation, research, and education.
7. The Jane Goodall Institute, P.O. Box 599, Ridgefield, CT,
06877. Founded “Roots and Shoots,” an international program for youth aiming to integrate educational goals, environmental awareness, animal welfare, and community
involvement. Through constructive activities, both in and
out of the classroom, young people become more aware of
their actions and how they affect their local communities
and the environment as a whole.
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Extended Learning Activities
1. Assign students to write reports about one or several of
the terrestrial biomes: rain forest, desert, temperate deciduous forest, temperate rain forest, coniferous forest or taiga,
grasslands, temperate shrublands or chaparral, alpine or
arctic tundra.
2. Using their Interactivity Worksheets, have the students
write comparison/contrast essays on the following paired
biomes: tropical rain forest/desert, coniferous forest/deciduous forest, arctic tundra/grassland, coastal marine
waters/deep ocean. Encourage the students to explain why
each biome is similar and different from the other.
3. Provide materials for the students to make a terrarium
or a mini forest. Have each student bring a large plastic
soda bottle; if possible, the kind with the black portion at
the bottom. Separate the black portion from the rest of the
container by cutting just above the black layer; or if they
were not able to bring that kind of bottle, have them cut at
the same approximate area. Place a layer of gravel or small
pebbles about one inch deep in the bottom section of the
bottle. Next, place about a half inch layer of sand over the
gravel or small pebbles. Then, over the sand, spread a layer
of planting soil about one inch deep. Provide each student
with bird seed, an acorn, or small tree seedling, or other
seeds that can be collected if you are near a forest or nursery. After the students have planted their seeds, have them
water the soil enough to moisten it and then cover the terrarium with the upper part of the bottle. Keep the terrariums alive by placing them in a sunny location. Take care
not to place them in direct sunlight for too long of a period
or the mini-biome will overheat the plants. The plastic covering will help the terrariums to make their own water. A
desert mini-environment could be made with a small quantity of planting soil mixed in with one inch more of sand.
Plant with smaller versions of the desert’s vegetation. A
tropical rain forest could be planted with small houseplants
such as ficus, callandria, and dieffenbachia. Point out to the
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students how important it is for them to associate the fact
that their mini-environments should experience the same
climatic and environmental conditions as the world’s environments. Students should monitor the progress of their
plantings and record their findings. Note: Aquatic environments could also be constructed in larger containers
more suitable to the plant and animal life. See your library
or pet store to learn how to construct a fresh water or marine mini-environment successfully.
Bibliography
Arms, Karen. Environmental Science, Second Edition.
Saunders College Publishing, a Harcourt Brace College
Publisher, Orlando, Florida, USA, 1994.
Encyclopedia Americana
Oram, Raymond F. Teacher’s Annotated Edition, Biology:
Living Systems. Charles E. Merrill Publishing Company, A
Bell and Howell Company, Columbus, Ohio, USA, 1983.
World Book Encyclopedia
Answer Key
Blackline Master #1: Pre-Test
1. T
2. F
3. F
4. deciduous
5. two of the following should be listed: rivers, streams,
lakes, ponds
6. trees
7. desert
8. agriculture
9. chaparral
10. trees
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Blackline Master #2: Interactivity Worksheet: Terrestrial
Biomes
Tropical Rain Forest
A.
1. tropical rain forest
2. located in the topics and receives very high levels of rain,
and the dominant life form is trees
3. thousands of different tree species whose broad evergreen leaves block out much of the sunlight to the forest
4. Annual rainfall varies from 100 to 160 inches, or 254 or
406 centimeters. The temperatures average from 80 to 90
degrees Fahrenheit, or 27 to 32 degrees Celsius. There are
no freezing temperatures and no seasons.
5. Soil is often thin and deficient of nutrients due to the
surrounding life’s ability to absorb the forest’s decomposed
organic matter efficiently.
6. Trees that are tall with slender trunks that branch only
near the top are called the “canopy.” The average tree
height exceeds 100 feet, or 30 meters.
7. monkeys, colorful birds, frogs, reptiles, mammals, and a
huge variety of insects
8. much rain and many tall trees
B.
The illustrations will vary but should show graphically
some of the above information.
Deserts
A.
1. desert
2. comes from the Latin word desertus , which means abandoned, forsaken, left, or lying waste
3. The landscape often supports little life of any kind, and
the terrain is dominated by rocks, sand, and overall poor
soil. Plant life varies considerably because of the great variety of desert conditions.
4. precipitation is less than 10 inches, or 25 centimeters, a
year
5. Soil is poor.
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6. Areas that receive more than an inch, or two centimeters, of rain a year have highly specialized plants. Many
plants are annuals; most plants are perennials.
7. birds, snakes, tortoises, rodents, big horn sheep.
8. dry land
B.
The illustrations will vary but should show graphically
some of the above information.
Temperate Deciduous Forest
A.
1. temperate deciduous forest
2. Typically, the temperatures are moderate or temperate,
and the dominant life forms are trees which lose their leaves,
known as “deciduous” trees.
3. many trees
4. cold winters, warm summers, abundant rainfall is distributed throughout the year
5. soil is rich with nutrients of minerals
6. deciduous trees such as beech, oak, maple, and hickory
7. earthworms, birds, deer, fox, squirrels, and raccoons
8. deciduous trees
B.
The illustrations will vary but should show graphically
some of the above information.
Grasslands
A.
1. grasslands
2. Area is mostly covered with grass and there is not enough
precipitation for the area to support trees.
3. typically treeless land covered with grasses
4. Precipitation is more than 10 inches, or 25 centimeters, a
year but not enough to support tree growth.
5. Soil is most fertile and the has the deepest topsoil in the
world.
6. grass, and domesticated grasses such as wheat
Savanna: grass and scattered trees such as acacias, baobab
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trees, euphorbias, and palms
7. bison, cattle, horses, and sheep, pronghorn antelope, coyotes, ground squirrels, and rattle snakes.
Savanna: giraffes, antelope, wildebeests, zebras, lions, cheetahs, hyenas.
8. “Breadbaskets of the World”
B.
The illustrations will vary but should show graphically
some of the above information.
Chaparral
A.
1. temperate shrubland, chaparral
2. The name “chaparral” refers to the evergreen oak called
the “Spanish Chapparo.”
3. may have hills with evergreen shrubs
4. Winters are cool and rainy, and the summers are hot with
very little or no rain.
5. The precipitation is great enough that it leaches the soil
of much of its nutrients, therefore the soil is poor.
6. Short woody plants with simple evergreen leaves. Sage
and manzanita are often found to be aromatic with flammable compounds. In some plants species, fires stimulate
seed germination..
7. Great Horned Owls, chipmunks, lizards
8. Fires are frequent.
B.
The illustrations will vary but should show graphically
some of the above information.
Temperate Rain Forest
A.
1. temperate rain forest
2. The weather is temperate, yet with much rain and the
dominant life forms are trees.
3. many tall trees
4. Climate receives between 150 to 200 inches, or 381 to 508
centimeters, of rain annually and the temperatures rarely
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drop below freezing.
5. acidic soil with some nutrients
6. conifers, such as redwood, spruce, fir, pine, and hemlock
7. deer, salmon, and arachnids
8. very tall trees
B.
The illustrations will vary but should show graphically
some of the above information.
Taiga
A.
1. taiga or northern coniferous forest
2. The word “taiga” is a Siberian word meaning “primeval
forest” and the dominant life forms are coniferous trees.
3. many coniferous trees
4. Climate is characterized generally by long, cold winters,
allowing only a short growing season in the summer. The
winters are colder and the precipitation is much less than
the temperate rain forest.
5. soil that is either very cold or very dry
6. conifers
7. deer, elk, caribou, mountain lions, timber wolves, black
bears, chipmunks, and beavers.
8. evergreen trees
B.
The illustrations will vary but should show graphically
some of the above information.
Tundra
A.
1. tundra
2. The word “tundra” is a Lapp, or Russian, word meaning
“treeless plains of northern regions.”
3. Low, dwarfed grasses and sedges arranged in a mosaic,
multi-shaped pattern. For most of the year, the landscape
is covered with snow.
4. For most of the year, the dark nights are long and the
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climate is extremely cold and dry
Alpine tundra: During the summer, the climate exhibits
intense sunshine, prevalent winds, and highly variable precipitation. During the winter, the precipitation is mostly
snow.
5. thin layer of soil; the deeper layers of soil are frozen
6. low, dwarfed grasses and sedges arranged in a mosaic,
multi shaped pattern; no trees
7. caribou, migratory birds, arctic hare, fox, owls, and lemmings
8. treeless plain
B.
The illustrations will vary but should show graphically
some of the above information.
Blackline Master #3: Interactivity Worksheet: Aquatic
Biomes: Fresh Water
A.
1. polar ice caps
2. glaciers
3. stored in the ground
4. rivers
5. streams
6. ponds
7. lakes
B.
1. cool, clear
2. rich
3. little
4. trout
C.
1. less clear, murky
2. little
3. catfish and bass
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Blackline Master #4: Interactivity Worksheet: Aquatic
Biomes: Marine
Coastal Waters
1. coastal waters
2. near shore waters
3. algae
4. clams, crabs, barnacles, and sea anemones
5. Coastal rivers also supply many nutrients to the abundant and diverse life. Because of the rising and falling of
the tides, the plants and animals must survive exposures
to both air and water.
Near Shore Zone
1. near shore zone
2. the ocean
3. kelp
4. fish
5. no direct exposure to air
Coral Reefs
1. coral reefs
2. warm tropical waters
3. [No answer]
4. sponges, sea anemones, and hundreds of species of fish
5. diverse community of plants and animals
Open Ocean
1. open ocean
2. ocean
3. phytoplankton
4. zooplankton, fish, and sea mammals such as whales
5.[ No answer]
Vent Communities
1. vent communities
2. the great depths of the abyssal zone
3. [No answer]
4. clams, white crabs, tube worms
5. there is no light
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Blackline Master #5: Vocabulary Worksheet
1.
G
13.
C
2.
I
14.
D
3.
N
15.
H
4.
R
16.
K
5.
S
17
T
6.
O
18.
W
7.
E
19.
P
8.
J
20.
B
9.
M
21.
V
10.
L
22.
A
11.
X
23.
F
12.
Q
24.
U
Blackline Master #6: Discussion Questions
1. The answer will be determined by the teacher.
2. The answer will be determined by the teacher.
3. The answer will be determined by the teacher.
4. The answer will be determined by the teacher.
5. Answers will vary.
6. Answers will vary.
7. When temperatures are constant and too extreme, such
as the below-freezing temperatures often experienced in
the tundra, then the growing season is short and the ground
cannot support plant forms such as trees. If there is much
rainfall, than the plant and animal life is abundant. If there
is little light energy reaching the forest floor, then the quantity of plant life is less.
8. Nutrient-rich soil with adequate supplies of water supports an abundance of plant life.
9. Plants, such as grass, and plant eaters, such as horses.
Predators, such as lions, feed upon their prey, wildebeests.
Blackline Master #7: Video Quiz
1.
biomes
2.
deciduous
3.
grasslands
4.
coniferous
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5.
6.
7.
8.
9.
10.
the deeper layers of soil are frozen and the short
growing season
Any one of the following: glaciers, polar ice caps, in
the ground, rivers, streams, lakes, or ponds
Must name two of the following: coastal waters, near
shore zone, open ocean, coral reef, vent communities
F
T
T
Blackline Masters #8a-8b: Post-Test
1. T
2. T
3. T
4. F
5. F
6. biomes
7. deciduous
8. grassland
9. conifers
10. One of the following answers is acceptable:
a. The deeper layers of soil or the subsoil is frozen
b. Short growing season
11. One of the following answers is acceptable:
a. polar ice caps
b. glaciers
c. stored in the ground
d. rivers
e. streams
f. ponds
g. lakes
12. Two of the following answers are acceptable:
a. coastal waters
b. near shore zone
c. coral reefs
d. open ocean
e. vent communities
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13. snow
14. When temperatures are constant and too extreme, such
as the below-freezing temperatures often experienced in
the tundra, than the growing season is short and the ground
cannot support plant forms such as trees. If there is much
rainfall, than the plant and animal life is abundant. If there
is little light energy reaching the forest floor then the quantity of plant life is less.
15. Nutrient-rich soil with adequate supplies of water supports an abundance of plant life.
16. Plants, such as grass, and plant eaters, such as horses.
Predators, such as lions, feed upon their prey, such as wildebeests.
ADDITIONAL UNITED LEARNING TITLES
The following United Learning titles involving biomes
and ecosystems are also available:
A Day in the Rain Forest Through the Eyes of a Butterfly
Catalog #3345
Faces of the Rain Forest
Catalog #3328
More is Better: The Biodiversity Story
Catalog #2795
Our Wonderful Wetlands
Catalog #3082
Life in the Desert System
Catalog #2474
The Desert’s Struggle for Survival
Catalog #2497
The Life of a Forest Unit of Study
Catalog #2403
The Birth of a Forest
Catalog #2342
A Forest Grows Old
Catalog #2365
Fire in the Forest
Catalog #2334
21
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INTERNET RESOURCES
(1.)
NASA has put together a site, run by students for
students, called KidSat at
http://kidsat.jpl.nasa.gov
Chock-full of great ideas, lesson plans, and activities, this
site is a gem in the teaching of all things ecological.
(2.)
National Geographic’s website at
http://www.nationalgeographic.com/main.html
always offers cutting-edge reporting about current ecological and environmental concerns, as well as a special area
just for kids.
(3.)
The Sierra Club, long an American force in the protection of the environment and the education of citizens,
has a website at
http://www.sierraclub.org
(4.)
The United States Environmental Protection
Agency’s site at
http://www.epa.gov
contains areas especially for kids, students and teachers,
and all the latest information and statistics about the fight
to save the natural environment and regulate human activity.
(5.)
at
The Rainforest Action Network, which has a website
http://www.ran.org
continues its quest to save the planet’s rain forests through
education and involvement.
(6.)
Kids will love the World Wildlife Fund’s site at
http://www.panda.org
Information about endangered species and lots of great
links make this site worth visiting!
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Biomes: Our Earth’s Major Life Zones
Script of Narration
From the dark depths of the oceans to the sunny heights of the mountains, myriad life abounds on planet earth. Spiders weave their webs
in a redwood forest, birds nest in a desert cactus, and fish dodge their
way around a sea of kelp. As you watch this program, think about the
natural environment in which you live and of the types of plants and
animals that live there. Try to identify your area by the community of
plants and animals that surround you. This community of life is what
scientists call a “biome.”
As early travelers explored our planet earth and cataloged its life, they
discovered many species of plants and animals, but only a few basic
types of geographical areas. Those geographical areas filled with a
major community of plants and animals are known as “biomes,” or
major life zones. Terrestrial biomes, those that are found on land, are
most often classified by their dominant plant life. The biomes found
in water, known as aquatic biomes, are usually named by their physical features.
Each biome is characterized by a particular type of climate, vegetation,
and animal life, and extends over a large region of the earth’s surface.
Let us first explore the major land biomes.
BIOME: TROPICAL RAIN FOREST
Around the equator lies the biome known for its abundance and variety of life, the tropical rain forest. The name “tropical rain forest” aptly
describes its place in the world, the tropics. It receives very high levels
of rainfall, and its dominant life form are trees.
The annual rainfall actually varies from 100 to 160 inches, or 250 to 400
centimeters, and the temperatures average from 80 to 90 degrees Fahrenheit, or 27 to 32 degrees Celsius. Here there are no freezing temperatures and no seasons.
The trees are tall with slender trunks that branch only near the top,
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called the “canopy.” The average tree height exceeds 100 feet, or 30
meters. These forests contain thousands of different tree species whose
broad evergreen leaves block out much of the sunlight to the forest
floor. The soil here is often thin and deficient of nutrients. This is due
to the surrounding life ís ability to efficiently absorb the forest’s decomposed organic matter.
Since most of the plant food is high up in the forest’s canopy, most of
the large diversity of animal life lives there as well. From above come
the chatter of monkeys and the calls of many species of colorful birds
and frogs. Here, reptiles, mammals, and a huge variety of insects
abound and participate in the fierce competition for nutrients within
the warm misty green of the tropical rain forests.
BIOME: DESERT
As we follow the climatic pattern 15 to 30 degrees latitude north or
south of the equator, we discover several regions that receive less than
10 inches, or 25 centimeters, of precipitation a year. These dry areas,
which are found on every continent, are called the desert biomes.
The name “desert” comes from the Latin word desertus, which means
abandoned, forsaken, left, or lying waste. The landscape often supports little life o any kind, and the terrain is dominated by rocks, sand,
and overall poor soil.
Plant life varies considerably because of the great variety of desert conditions. Areas that receive more than an inch, or two centimeters, a
year of rainfall have highly specialized plants. Some of these plants
are annuals, plants that complete most of the life cycle in less than a
year. These plants grow, bloom, and set seed in a few days when water is available. Most desert plants are perennials, plants that live for
more than a year. They are small woody shrubs or succulents, like this
American cactus. These plants have large shallow root systems that
are able to quickly soak up water from the infrequent desert rain storms.
Many animals have also adapted to these dry regions. Birds, snakes,
tortoises, and many small rodents survive well with little water. Larger
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mammals also live in the desert, such as the desert big horn sheep,
which depend on water holes for their survival. Numerous desert
animals are active during the night, while during the day, many of the
desert animals burrow underground, all wisely avoiding the fiery heat
of the hot, dry biome called the desert.
BIOME: TEMPERATE DECIDUOUS FOREST
As we continue north and south away from the equator at about 60
degrees latitude, we are able to observe cool, moist air that rises and
then soon returns to earth as rain or snow. Here, the climate exhibits
cold winters, warm summers, and abundant rainfall that is distributed throughout the year. The biome that experiences this climate is
the temperate deciduous forest biome. It gets its name because, typically, temperatures are moderate, or temperate, and the dominant life
forms are trees which lose their leaves, known as deciduous trees.
Typically, deciduous trees, such as beech, oak, maple, and hickory, grow
during the spring and summer, lose their leaves during autumn, and
lie dormant during the winter. Since during the winter most water is
locked in the cold, frozen ground, the trees, must lose their leaves to
prevent water loss through the process of transpiration. Bacteria, earthworms, and fungi aid in the breaking down, or decomposition, of the
abundant leaf litter and together contribute to the soil’s rich nutrients.
The forest’s leafy limbs provide shelter, nuts, and seeds to a variety of
bird species. Mammals, such as deer, fox, squirrels, and raccoons, also
live here, in the nutrient rich North American temperate deciduous
forest.
BIOME: GRASSLAND
The temperate grassland area, where precipitation is too sparse to support tree growth, but does not fall below 10 inches, or 25 centimeters,
per year, is called the grassland biome. This area is also known as the
“prairie” in North America, “steppe” in Russia and Asia, “pampas” in
South America, and “veldt” in South Africa. It is believed that grasslands may have covered nearly half of the world at one time.
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Due to the slow decomposition rate of the grasses over thousands of
years, grassland biomes are considered to have the most fertile and
deepest topsoil in the world. Today most of the grasslands are used
for agriculture and produce much of the world’s domesticated grasses,
such as wheat. This is why these grasslands are referred to as the
“breadbaskets of the world.” The original grasslands of North America
were once grazed by large herds of bison. Today the parts of the prairies of the central United States are grazed by cattle, horses, and sheep.
Living on the underdeveloped grasslands are animals such as the
pronghorn antelope, coyotes, ground squirrels, and rattlesnakes.
There are also a few of the warm regions of the world where the grassland biome receives 40 to 60 inches, or 100 to 150 centimeters, of rain.
This life zone is often referred to as the savanna biome. The scattered
trees of the African savanna are acacias, baobab trees, euphorbias, and
palms. The giraffe, with its long neck, has evolved to feed on these tall
trees, and thereby does not compete with the grazing animals such as
the antelope, wildebeests, and zebras. The predators such as lions,
cheetahs, and hyenas, help maintain the balance of life during the short
wet and long dry seasons of the savanna, the grassland biome.
BIOME: CHAPARRAL
The chaparral is part of the temperate shrubland biome, best represented by short woody plants with simple evergreen thick leaves. The
name “chaparral” refers to the evergreen oak called the Spanish
chapparo. The thick, hard, waxy leaves of these shrubs are droughtresistant and adapt well to the dry climate. Here, the winters are cool
and rainy, and the summers are hot with very little or no rain. During
the winter, precipitation is great enough that it leaches the soil of much
of its nutrients. Similar plant communities are found in southwestern
North America, Chile, the Mediterranean coast, southern Australia, and
the southern tip of Africa.
The chaparral ecosystem is found well-developed near the coastal area
of the state of California in the United States. The leaves of these plants,
such as this sage and manzanita, are often found to be aromatic with
flammable compounds. Fires here are frequent. In some plant species,
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fires stimulate seed germination. After the fires, the dominant shrubs
regrow from surviving plant tissue found near the ground.
Throughout the year, lizards, chipmunks, and Great Horned Owls are
found within this volatile temperate shrubland biome known as the
chaparral.
BIOME: TEMPERATE RAIN FOREST
Also in the state of California, along the cool moist northern regions of
its Pacific coast, are the world famous giant redwoods. These majestic
trees are part of the temperate rain forest biome. This climate here
receives between 150 and 200 inches, or 380 and 500 centimeters, of
rain annually and the temperatures rarely drop to below freezing. With
so much rainfall along with moderate temperatures, this forest biome
is appropriately named.
The temperate rain forest biome is located on the northwest Pacific
coast of North America and the south western tip of South America.
This forest resembles tropical rain forests in that it contains very tall
trees. Yet, unlike the tropical rain forest, the temperate rain forests are
cooler and have fewer species of trees. Most of the species of trees are
conifers, which means “cone-bearing” trees, such as redwood, spruce,
fir, pine, and hemlock.
Conifers thrive here better than broad leaf trees because the forest is
located at higher latitudes along foggy coastlines where sunlight energy is often scarce. The needled branches do let in some sunlight for
the forest floor which supports plants such as mosses, ferns, and various forms of lichen. Supplying the acidic soil with some nutrients are
the fungi which often contribute to the decomposition process of the
moist decaying vegetation. Animals such as deer, salmon, and arachnids are also inhabitants here in the cool, damp biome of the temperate
rain forest.
BIOME: TAIGA
Moving more north in latitude and climbing higher among the mountains is the community called the taiga, or northern coniferous forest.
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The word “taiga” is a Siberian word meaning “primeval forest.” The
dominant trees of the forest biome are conifers such as spruce, pine, fir,
larch, and balsam. The climate is generally long, cold winters, allowing only a short growing season in the summer. The winters are colder
and the precipitation is much less than the temperate rain forest.
With much of the precipitation falling as snow, the conifers have successfully adapted to the winter’s freezing temperatures. All evergreens
have the ability to maintain the flow of water and nutrients within
their trunks and branches throughout the year. This significant characteristic allows these trees to keep their needle-like leaves and continue the process of photosynthesis. Because of their small surface area
and their waxy coating, these needle-like leaves are specialized to prevent water loss through transpiration. This is valuable to the tree’s
winter survival since the water outside the tree is unavailable due to
the water’s frozen state as ice or snow. Overall, these trees have adapted
well to soil that is often very cold or very dry.
Some of the animals found in these forests are caribou, deer, and elk,
along with their predators, the mountain lions and timber wolves. Black
bears, chipmunks, and beavers also reside in the cold evergreen world
of the taiga biome.
BIOME: TUNDRA
During the warmer summer months, the caribou and big horn sheep
migrate north to the treeless biome known as the tundra. The name
“tundra” is of Lapp or Russian origin, and means “treeless plains of
northern regions.”
The summer landscape south of the Arctic Circle is characterized by
low, dwarfed grasses and sedges arranged in a mosaic, multi-shaped
pattern. For a few weeks during the summer, the day ís light lasts for
nearly 24 hours. But for most of the year, the dark nights are long and
the climate is extremely cold and dry. The landscape is often blanketed in white for most of the winter. The annual precipitation rarely
exceeds ten inches, or 25 centimeters.
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In many parts of the tundra, the constant low temperatures freeze the
deeper layers of the ground permanently. The low temperatures, also,
slow down the decomposition of organic matter allowing only a thin
layer of soil. Because of the short growing season, and the shallow
layer of thawed ground, there are no trees. When the snow melts, the
water collects on the surface, forming many lakes, since the water is
unable to be absorbed by the deeper layers of frozen soil. Large number of migratory birds also visit the marshy areas in the summer. The
Arctic hare, fox, owl, as well as lemmings, remain active throughout
the year.
Tundra biomes are also found at lower latitudes in mountaintops above
the timberline. During the summer, the plant and animal communities of the alpine tundra experience intense sunshine, prevalent winds,
and highly variable precipitation. For the rest of the year, the precipitation is mainly snow, a common occurrence here in the cold, dry regions known as the tundra biome.
The earth is covered with more than twice as much water as land. Only
three percent of this water is fresh, meaning it contains a relatively
small amount of dissolved minerals. Most of the fresh water is locked
up in polar ice caps and glaciers, or is stored down in the ground. Less
than one hundredth of one percent of the earth’s water exists in rivers,
streams, ponds, and lakes: the fresh water biomes.
BIOME: FRESH WATER
Standing bodies of water, such as ponds and lakes, can be classified
according to their nutrient content. Usually, the steadily moving mountain streams and rivers carry little sediment, or nutrients, and feed many
lakes and ponds with cool, clear, oxygen-rich water. As a result, fish,
such as trout, often dwell in these clear, oxygen- rich environments
along with some algae growth.
On the other hand, there are lakes and ponds that are fed with water
containing large quantities of sediments and high concentrations of
nutrients. These environments are less clear and encourage dense
blooms of algae. As the algae die off, bacteria and other decomposers
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breakdown the dying algae, while, at the same time, reducing much of
the water’s valuable dissolved oxygen. These murky environments
are often populated with fish, such as catfish and bass, which survive
well in oxygen-depleted bodies of water and are all part of the dynamic fresh water biome.
BIOME: MARINE
Ocean waters cover seventy-one percent of the earth’s surface. The
depths of the ocean range from the intertidal zone, the coastal land
that is daily covered and uncovered by sea water, to the deepest ocean
depth of about 33,000 fee,t or 10,000 meters. There are five major types
of ocean biomes: coastal waters, near shore zone, coral reefs, open ocean,
and vent communities.
The coastal waters are usually shallow enough to allow sunlight to
reach a variety of forms of algae. Coastal rivers also supply many
nutrients to the abundant and diverse life in this intertidal zone. Because of the rising and falling of the tides, the plants and animal life,
such as scallops, crabs, barnacles, and sea anemones, must survive the
exposures to both air and water.
The near shore zone lies beyond the intertidal zone and is more stable
since there is no direct exposure to air. Organisms in this zone are
strictly aquatic. Kelp plants protect and nourish the abundant life in
these shallow waters.
Coral reefs are often found in warm tropical waters. The reefs are
formed from the skeletons of the various species of coral. Sponges, sea
anemones, and hundreds of species of fish add a variety of color to this
diverse community of plants and animals.
The open ocean is populated by different species of microscopic plant
organisms, such as phytoplankton, which are consumed by the microscopic animals called zooplankton, which are consumed by various
species of fish and sea mammals, such as whales.
Vent communities lie in the great depths of the abyssal zone where
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there is no light. For the most part, this zone is cold and barren. Without sunlight to provide an energy source, it was thought that very few
life forms could survive. However, there are openings in the earth that
look like small volcanoes called “vents,” that provide heat and nutrients to strange clusters of tubeworms, white crabs, and clams, creatures of the wondrous world of the marine biome.
George Washington Carver wrote, “Never a day passes but that I do
myself the honor to commune with some of nature’s varied forms.”
By discovering and learning more about your biome, you discover that
you, too, are part of the biome, and belong to the community of life.
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Name
1
BIOMES: OUR EARTH’S MAJOR LIFE ZONES
PRE-TEST
True or False
Directions: Label each statement with a “T” if it is true or “F” if it is false.
____1. The word “biome” is a name to define an area that has a major community of plants
and animals.
____2. Climate has nothing to do with where plants and animals live.
____3. All the plants and animals that live in the ocean’s coastal waters biome also live in the
deep ocean biome.
Short Answer
Answer the following in the spaces provided. Use the back of the sheet if necessary.
4. What type of trees annually lose their leaves?
5. Name two fresh water environments.
6. What is the dominant plant life found in the tropical rain forest and the temperate rain
forest?
7. What is the name of the biome which has a geographical area that receives little rainfall and
whose terrain is often dominated by rocks, sand, and overall poor soil?
8. Many of the grasslands today are used for what purpose?
9. What is another name for the temperate shrublands whose plants are able to survive the
destructive forces of fire?
10. The frozen subsoil of the tundra biome often prevents the existence of what type of plant
life?
©1998 Creative Adventures
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Name
2
BIOMES: OUR EARTH’S MAJOR LIFE ZONES
INTERACTIVITY WORKSHEET
TERRESTRIAL BIOMES
A.
Directions: Review the categories listed below. While viewing the program BIOMES: OUR
EARTH’S MAJOR LIFE ZONES, record the information presented next to the proper category listed on this worksheet.
1. Biome’s name:
2. Origin of name:
3. Characteristic landscape:
4. Climate:
5. Soil conditions:
6. Dominant plant life:
7. Dominant animal life:
8. Main feature:
B.
Using the above information and the visuals presented in BIOMES: OUR EARTH’S MAJOR LIFE ZONES, draw a typical landscape of the above biome. Use the back of the sheet
if necessary.
©1998 Creative Adventures
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Name
3
BIOMES: OUR EARTH’S MAJOR LIFE ZONES
INTERACTIVITY WORKSHEET
AQUATIC BIOMES
Fresh Water
Directions: Review the categories listed below. While viewing the program BIOMES: OUR
EARTH’S MAJOR LIFE ZONES, record the information presented next to the proper category listed on this worksheet.
A. Locations of fresh water
1.
2.
3.
4.
5.
6.
7.
B. Standing water: Fed with mineral and nutrient-poor content water
1. Description of water:
2. Oxygen content:
3. Description of algae growth:
4. Animal life:
C. Standing water: Fed with large quantities of sediments and high concentrations of nutrients.
1. Description of water:
2. Oxygen content:
3. Description of algae growth:
4. Animal life:
©1998 Creative Adventures
Distributed by AGCUnited Learning
1560 Sherman Av., Suite 100 Evanston, IL 60201 1-800-323-9084 Fax 847-328-6706
www.agcunitedlearning.com e-mail: info@agcunited.com
Name
4
BIOMES: OUR EARTH’S MAJOR LIFE ZONES
INTERACTIVITY WORKSHEET
AQUATIC BIOMES
Marine
Directions: Review the categories listed below. While viewing the program BIOMES: OUR
EARTH’S MAJOR LIFE ZONES, record the information presented next to the proper category listed on this worksheet.
1. Name of biome:
2. Location:
3. PlantlLife:
4. Animal life:
5. Important characteristics:
1. Name of biome:
2. Location:
3. Plant life:
4.Animal life:
5. Important characteristics:
1. Name of biome:
2. Location:
3. Plant life:
4.Animal life:
5. Important characteristics:
©1998 Creative Adventures
Distributed by AGC/United Learning
1560 Sherman Av., Suite 100 Evanston, IL 60201 1-800-323-9084 Fax 847-328-6706
www.agcunitedlearning.com e-mail: info@agcunited.com
Name
5
BIOMES: OUR EARTH’S MAJOR LIFE ZONES
VOCABULARY WORKSHEET
Directions: Match the letter of the definition with its term by putting the letter in the
blank.
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
1. decomposition
2. agriculture
3. tropics
4. alpine
5. tundra
6. algae
7. biomes
8. deciduous
9. temperate
10. grassland
11. latitude
12. conifers
13. predator
14. terrestrial
15. aquatic
16. precipitation
17. savanna
18. vents
19. transpiration
20. nutrient
21. ecosystem
22. desert
23. community
24. climate
©1998 Creative Adventures
A. barren, often sandy, area
B. any chemical that an organism must take from its
environment in order to survive
C. animal that preys on another organism
D. of, or living on, land
E. geographical areas filled with a major community of
plant and animal life
F. all the organisms living in a particular area
G. the process by which organisms cause decay
H. taking place in or on water
I. large cultivation of the land
J. shedding its leaves annually
K. condensation of water vapor, such as rain or snow
L. wide grass -covered area with few trees
M. (of climate) without extremes of heat and cold
N. line of latitude 23 degrees north or south of the equator
O. marine or fresh water plants with no true stems or leaves
P. loss of water by evaporation through the plant’s pores
Q. of cone-bearing trees, such as pines and their relatives
R. of high mountains
S. a treeless geographic area where the subsoil is frozen
T. grassy flat land in hot regions with few trees
U. those aspects of the weather, such as temperature,
rainfall, and light that influence the life of organisms
V. all the organisms present in a particular area, together
with their physical environment
W. openings in the earth found at the ocean’s bottom
X. distance of a place from the equator, measured in
degrees
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6
BIOMES: OUR EARTH’S MAJOR LIFE ZONES
DISCUSSION QUESTIONS
Directions: Following are questions to help you further understand the concepts presented
in the program BIOMES: OUR EARTH’S MAJOR LIFE ZONES. You may refer to your
notes from your Interactivity Worksheets.
1. In what biome do you think you live?
2. What type of climate do you experience?
3. How close to the equator do you live?
4. What are the types of plant and animal populations that live in your biome?
5. Which biomes have you visited: tropical rain forest, desert, temperate deciduous forest,
grasslands, chaparral, temperate rain forest, coniferous forest, tundra, lake or pond, coastal
waters, deep ocean, coral reef?
6. Which biomes would you like to visit and why?
7. How do the climatic factors such as temperature, rainfall, and light affect the plant and
animal life of a biome?
8. How does soil composition affect the number and types of organisms an environment can
support?
9. Give an example from any biome how two types of organisms may interact with each other
in the following ways: plant/plant eater, predator/prey.
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BIOMES: OUR EARTH’S MAJOR LIFE ZONES
VIDEO QUIZ
Short Answer
Directions: Answer the following questions in the spaces provided. Use the back of the
sheet if necessary.
1. Geographical areas filled with a major community of plants and animals are known as
what?
2. What type of trees must lose their leaves in autumn so to prevent water loss during the
frozen winters?
3. Name the biome that has nutrient-rich soil and is most often used for agriculture. It is
often identified as the “breadbaskets of the world.”
4. What type of trees are able to keep their leaves all year and survive cold, snowy winters?
5. Why are there no trees in the tundra?
6. Where does less than one hundredth of one percent of the earth’s fresh water exist?
7. Name two of the fivetypes of ocean biomes presented in the program.
True or False
Directions: Label each statement with “T” if it is true or “F” if it is false.
_____ 8. In some parts of the world, the chaparral biome is best represented by
evergreen shrubs that are able to survive the destructive forces of floods.
_____ 9. Reptiles, mammals, and a huge variety of insects compete fiercely in the rain
forest for nutrients.
_____ 10. To survive the hot day time periods in the desert, some animals burrow in the
cool ground.
©1998 Creative Adventures
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Name
8a
BIOMES: OUR EARTH’S MAJOR LIFE ZONES
POST-TEST
True or False
Directions: Label each statement with “T” if it is true or “F” if it is false.
________
1. All populations living together and the physical factors with which they
interact compose an ecosystem.
________
2. Reptiles, mammals, and a huge variety of insects compete fiercely in the
rain forest for nutrients.
________
3. To survive the hot day time periods in the desert, some animals burrow in
the cool ground.
________
4. In some parts of the world, the chaparral biome is best represented by
evergreen shrubs that are able to survive the destructive forces of
floods.
_______
5. All the plants and animals that live in the ocean’s coastal waters biome
also live in the open ocean biome.
Short Answer
Directions: Answer the following questions in the spaces provided. Use the back of the
sheet if necessary.
6. Geographical areas filled with a major community of plants and animals are known as
what?
7. What type of trees must loose their leaves in autumn so to prevent water loss during the
frozen winters?
8. Name the biome that has nutrient-rich soil and is most often used for agriculture. It is often identified as the “breadbaskets of the world.”
9. What type of trees are able to keep their leaves all year and survive cold, snowy winters?
10. Why are there no trees in the tundra?
©1998 Creative Adventures
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Name
8b
BIOMES: OUR EARTH’S MAJOR LIFE ZONES
POST-TEST
11. Where does less than one hundredth of one percent of the earth’s fresh water exist?
12. Name two of the five types of ocean biomes presented in the program.
13. For most of the year, what type of precipitation is found in the alpine tundra?
Essay
Directions: Use the spaces provided to answer the following questions. Use the back of
the sheet if necessary.
14. How do the climatic factors such as temperature, rainfall, and light affect the plant and
animal life of a biome?
15. How does soil composition affect the number and types of organisms an environment can
support?
16. Give an example, from any biome, of how two types of organisms may interact with each
other in the following ways:
A. plant/plant eater
B. predator/prey
©1998 Creative Adventures
Distributed by AGCUnited Learning
1560 Sherman Av., Suite 100 Evanston, IL 60201 1-800-323-9084 Fax 847-328-6706
www.agcunitedlearning.com e-mail: info@agcunited.com